Research On The Concept And Nature Of Function In High School Students,Causes And Countermeasures Of Learning Disorder

Function is the most basic concept in modern mathematics,is an important characterization of quantitative relationship between the real world mathematical model,and the function and the concept of nature is the important foundation of high school function knowledge content,it is thought and method to improve the students' mathematical abstraction,intuitive imagination,mathematical literacy and mathematics modeling.In junior middle school to discuss relationship between variables and qualitative characterization function properties,on the basis of more abstract and logical function content of high school,high school students generally reflect the function concept and the nature of the study is difficult,so the analysis of the high students' function concept and the nature of the obstacles and find the causes of these obstacles and put forward targeted teaching strategy is crucial.This paper,by using literature method,the paper test method,questionnaire survey method,interview method,choose no.1 middle school in Harbin four classes were 237 senior students as investigation object,combined with a number of front-line mathematics teacher's guidance,from the representation method of function concept,function,function,nature,function,concept and nature of the integrated application of these four dimensions of test,Using SOLO classification evaluation theory analysis students in solving the problem of concrete thinking of level,and combines the result of the questionnaire data and interviews to the high student in learning function is obtained in the process of the concept and nature exist the following main obstacle: conceptual understanding of barriers,obstacles to mathematics,barrier function thought method,function learning emotional disorders.The reasons leading to the learning obstacle of function concept and nature are mainly divided into objective factors and subjective factors,among which the objective factors mainly include the abstractness of function knowledge itself and improper teaching methods of teachers.Subjective factors are students' own factors,including weak thinking ability,incorrect learning mode and in-adaptability to the teaching methods of senior high school mathematics teachers.Finally,under the guidance of behaviorism and cognitive concept,based on the above concept and nature of learning disabilities of high student function,and attribution analysis,in view of the students' learning and teachers teaching two aspects obstacles countermeasures:(1)the students learning,students should fully understand their own characteristics to explore the suitable for their own learning method;Pay attention to the deep learning of function knowledge,realize the improvement of core literacy;Strengthen the comprehensive practice of function knowledge content,and form the habit of summary and reflection.(2)Teachers' teaching: teachers should follow the law of students' cognitive development and attach importance to the connection between junior and senior high schools;Construct the function research framework to strengthen the concept discrimination and understanding;Optimize the classroom teaching design,infiltrate the function thinking method in the teaching;Pay attention to combing the context of function knowledge,strengthen the practice of function synthesis;Stimulate students' interest in learning,improve the efficiency of function teaching;Establish multiple evaluation system to guide students to correct attribution;Establish a good teacher-student relationship and promote efficient communication between teachers and students.